LEADER 09715nam 2200493 450 001 9910795883303321 005 20230627032545.0 010 $a92-64-43665-0 010 $a92-64-88572-2 035 $a(CKB)5680000000278717 035 $a(MiAaPQ)EBC30477778 035 $a(Au-PeEL)EBL30477778 035 $a(EXLCZ)995680000000278717 100 $a20230627d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPreparing vocational teachers and trainers /$fby Organization for Economic Cooperation 205 $a1st ed. 210 1$aParis, France :$cOECD Publishing,$d[2022] 210 4$dİ2022 215 $a1 online resource (134 pages) 311 $a92-64-55796-2 320 $aIncludes bibliographical references. 327 $aIntro -- Foreword -- Acronyms and abbreviations -- Executive summary -- 1 Key insights on preparing vocational teachers and trainers -- 1.1. Skill requirements for teaching and training in VET -- 1.1.1. VET teachers need a sophisticated mix of knowledge and skills -- 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace -- 1.1.3. Shortages of teachers and trainers in VET are common -- 1.2. Strategies to ensure that VET teachers and trainers are well-prepared -- 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality -- 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms -- 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies -- 1.3.1. Entry requirements for VET teachers -- Setting clear entry requirements that contribute to the quality of teaching -- Allowing for some flexibility without compromising on quality -- 1.3.2. Entry requirements for in-company trainers -- Entry requirements for trainers are mostly related to vocational qualifications & -- experience -- Setting guidelines on skills of in-company trainers can foster training quality -- 1.3.3. Initial training and preparation for VET teachers -- Flexibility is key in ITET for VET teachers -- Financial support schemes increase the accessibility of ITET -- Balancing the autonomy of ITET providers with quality assurance mechanisms -- Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training -- 1.3.4. Initial preparation for in-company trainers -- Providing accessible and flexible training options -- Providing relevant and high-quality training -- References -- Note. 327 $a2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada -- 2.1. A snapshot of vocational education and training in Canada -- 2.1.1. The structure of the Canadian VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 2.1.2. Governance of the Canadian VET system -- 2.2. Entry requirements for teachers and trainers in VET in Canada -- 2.2.1. Qualification, experience and skill requirements for teachers in VET -- 2.2.2. Qualification, experience and skill requirements for in-company trainers -- 2.3. Initial preparation for teachers and trainers in VET in Canada -- 2.3.1. Initial teacher education and training -- Teacher training providers and programmes -- Target competences, content and curriculum -- The design and delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 2.3.2. Preparation for in-company trainers -- Training providers to prepare in-company trainers -- The content and delivery of training for in-company trainers -- References -- Notes -- 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark -- 3.1. A snapshot of vocational education and training in Denmark -- 3.1.1. The structure of the Danish VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 3.1.2. Governance of VET in Denmark -- 3.2. Entry requirements for teachers and trainers in VET in Denmark -- 3.2.1. Qualification, experience and skill requirements for teachers in VET -- 3.2.2. Qualification, experience and skill requirements for in-company trainers -- 3.3. Initial preparation for teachers and trainers in VET in Denmark -- 3.3.1. Initial teacher education and training in VET -- VET teacher training providers. 327 $aThe content of VET teacher training -- The delivery of initial teacher education and training -- Financing initial teacher education and training -- Quality assuring initial teacher education and training -- 3.3.2. Preparation for in-company trainers -- The content of training for in-company trainers -- Financing training for in-company trainers -- Quality assurance of training for in-company trainers -- References -- Notes -- 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany -- 4.1. A snapshot of vocational education and training in Germany -- 4.1.1. The structure of the German VET system -- Work-based and school-based learning -- VET teachers and trainers -- Governance of the VET system in Germany -- 4.2. Entry requirements for teachers and trainers in VET in Germany -- 4.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular VET teacher qualifications -- VET teachers as 'side-entrants' -- 4.2.2. Qualification, experience and skill requirements for in-company trainers -- General regulations and practice -- Exceptions -- 4.3. Initial preparation for teachers and trainers in VET in Germany -- 4.3.1. Initial teacher education and training in VET -- Teacher training providers, duration and entry requirements -- The content of initial teacher education and training -- Phase 1: Teacher training at university and other educational institutions -- Phase 2: Preparatory service -- Financing initial teacher education and training -- Phase 1: University studies -- Phase 2: Preparatory service -- Quality assurance in initial teacher education and training -- 4.3.2. Preparation for in-company trainers -- Training providers -- The content of training for in-company trainers -- The delivery of training for in-company trainers -- Financing training for in-company trainers. 327 $aQuality assurance of training for in-company trainers -- References -- Notes -- 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands -- 5.1. A snapshot of vocational education and training in the Netherlands -- 5.1.1. The structure of the Dutch VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 5.1.2. Governance and financing of the Dutch VET system -- 5.2. Entry requirements for teachers and trainers in VET in the Netherlands -- 5.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular teacher qualifications for secondary education -- Qualification requirements for 'lateral entry' in MBO -- Qualification requirements for instructors in MBO -- Qualification requirements to teach in HBO programmes -- 5.2.2. Qualification, experience and skill requirements for in-company trainers -- 5.3. Initial preparation for teachers and trainers in VET in the Netherlands -- 5.3.1. Initial education and training for VET teachers and instructors -- MBO teacher and instructor training providers, target competences, content and curriculum -- The delivery of MBO teacher and instructor education and training -- Financing of teacher education and training -- Quality assurance in MBO teacher education and training -- ITET to become HBO teacher -- 5.3.2. Preparation for in-company trainers -- References -- Notes -- 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway -- 6.1. A snapshot of vocational education and training in Norway -- 6.1.1. The structure of the Norwegian VET system -- Work-based learning -- VET teachers and trainers -- 6.1.2. Governance -- 6.2. Entry requirements for teachers and trainers in VET in Norway -- 6.2.1. Qualification, experience and skill requirements for teachers in VET. 327 $aGeneral regulations and practice -- Exceptions -- 6.2.2. Qualification, experience and skill requirements for in-company trainers -- 6.3. Initial preparation for teachers and trainers in VET in Norway -- 6.3.1. Initial teacher education and training -- Teacher training providers, duration, entry requirements -- Target competences, content and curriculum -- The delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 6.3.2. Preparation for in-company trainers -- References -- Notes -- Annex A. Simplified ISCED mappings -- References -- Blank Page. 330 $aTeachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners' skills in school-based settings, while in-company trainers support learners during their time in work-based learning. 606 $aVocational teachers$xTraining of 606 $aAgricultural colleges 615 0$aVocational teachers$xTraining of. 615 0$aAgricultural colleges. 676 $a370.6 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910795883303321 996 $aPreparing vocational teachers and trainers$93775362 997 $aUNINA LEADER 03285nam 2200457za 450 001 9910807953003321 005 20240102235800.0 010 $a1-4729-0501-6 010 $a1-4729-0500-8 035 $a(MiAaPQ)EBC5267596 035 $a(MiAaPQ)EBC6164086 035 $a(CKB)3840000000341136 035 $a(EXLCZ)993840000000341136 100 $a20200722d2018 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a21st century workforces and workplaces $ethe challenges and opportunities for future work practices and labour markets /$fStephen Bevan, Ian Brinkley, Zofia Bajorek and Cary Cooper 210 $aLondon $cBloomsbury Business$d2018 215 $a1 online resource (ix, 386 p.) $cill 320 $aIncludes bibliographical references and index. 327 $aProductivity and the workplace -- The changing labour market - myths and reality -- The global workforce -- The future workplace -- Better managers in the future workplace -- The future health of the workforce -- The future of pay & reward - the triumph of faith over evidence? -- The future of the ageing workforce -- Working futures. 330 $aEvery day, workplace decisions are made that directly impact and change the workforce of tomorrow. From the way we are managed to the rewards we receive, all aspects of our work life are determined by the changing dynamics of the workplace. Recent concerns about globalisation, productivity and the introduction of new technologies have raised questions about the future of the workforce and job security. But are these concerns really justified? 21st Century Workforces and Workplaces charts, explains and analyses the past five years, which has seen the rewriting of much of what we thought we knew about employment and how workplaces respond to pressure. The book also outlines what hasn't changed and, in doing so, distinguishes myth from reality. Stephen Bevan, Ian Brinkley, Zofia Bajorek and Cary L. Cooper combine their considerable expertise to discuss the critical questions for any member of any workplace, including: Are permanent, long-term jobs a thing of the past? Does work have to be a 'place'? How will future managers be selected, educated and developed? What is the future for trade unions? Beyond pay, how will rewards evolve to incentivise workers alongside responsible capitalism? Are we seeing the end of retirement? This book takes what we know and projects how the future labour market will develop. 21st Century Workforces and Workplaces asks what sort of work environments we want to see in 2025 and what we can do today to help bring about the necessary changes. 606 $aWork$xHistory$y21st century 606 $aWork environment$y21st century 606 $aLabor supply$y21st century 615 0$aWork$xHistory 615 0$aWork environment 615 0$aLabor supply 676 $a331.1 676 $a306.36 700 $aBevan$b S$g(Stephen)$01663300 701 $aBrinkley$b Ian$01663301 701 $aBajorek$b Zofia$01663302 701 $aCooper$b Cary L$0128436 906 $aBOOK 912 $a9910807953003321 996 $a21st century workforces and workplaces$94020506 997 $aUNINA